Behavior Observation System

Behavior Observation System

Name of student: ______Date: ______Observer: ______

Target Behavior(s) t1 = ______t2 = ______

Setting:______

Peer Peer Peer

1 on off
t1 t2
T T- T+
P C- C+ / 2 on off
t1 t2
T T- T+
P C- C+ / 3 on off
t1 t2
T T- T+
P C- C+ / 4 on off
t1 t2
T T- T+
P C- C+ / 5 on off
t1 t2
T T- T+
P C- C+ / 6 on off
t1 t2
T T- T+
P C- C+ / 7 on off
t1 t2
T T- T+
P C- C+ / 8 on off
t1 t2
T T- T+
P C- C+ / 9 on off
t1 t2
T T- T+
P C- C+
10 on off
t1 t2
T T- T+
P C- C+ / 11 on off
t1 t2
T T- T+
P C- C+ / 12 on off
t1 t2
T T- T+
P C- C+ / 13 on off
t1 t2
T T- T+
P C- C+ / 14 on off
t1 t2
T T- T+
P C- C+ / 15 on off
t1 t2
T T- T+
P C- C+ / 16 on off
t1 t2
T T- T+
P C- C+ / 17 on off
t1 t2
T T- T+
P C- C+ / 18 on off
t1 t2
T T- T+
P C- C+
19 on off
t1 t2
T T- T+
P C- C+ / 20 on off
t1 t2
T T- T+
P C- C+ / 21 on off
t1 t2
T T- T+
P C- C+ / 22 on off
t1 t2
T T- T+
P C- C+ / 23 on off
t1 t2
T T- T+
P C- C+ / 24 on off
t1 t2
T T- T+
P C- C+ / 25 on off
t1 t2
T T- T+
P C- C+ / 26 on off
t1 t2
T T- T+
P C- C+ / 27 on off
t1 t2
T T- T+
P C- C+
28 on off
t1 t2
T T- T+
P C- C+ / 29 on off
t1 t2
T T- T+
P C- C+ / 30 on off
t1 t2
T T- T+
P C- C+ / 31 on off
t1 t2
T T- T+
P C- C+ / 32 on off
t1 t2
T T- T+
P C- C+ / 33 on off
t1 t2
T T- T+
P C- C+ / 34 on off
t1 t2
T T- T+
P C- C+ / 35 on off
t1 t2
T T- T+
P C- C+ / 36 on off
t1 t2
T T- T+
P C- C+
37 on off
t1 t2
T T- T+
P C- C+ / 38 on off
t1 t2
T T- T+
P C- C+ / 39 on off
t1 t2
T T- T+
P C- C+ / 40 on off
t1 t2
T T- T+
P C- C+ / 41 on off
t1 t2
T T- T+
P C- C+ / 42 on off
t1 t2
T T- T+
P C- C+ / 43 on off
t1 t2
T T- T+
P C- C+ / 44 on off
t1 t2
T T- T+
P C- C+ / 45 on off
t1 t2
T T- T+
P C- C+
46 on off
t1 t2
T T- T+
P C- C+ / 47 on off
t1 t2
T T- T+
P C- C+ / 48 on off
t1 t2
T T- T+
P C- C+ / 49 on off
t1 t2
T T- T+
P C- C+ / 50 on off
t1 t2
T T- T+
P C- C+ / 51 on off
t1 t2
T T- T+
P C- C+ / 52 on off
t1 t2
T T- T+
P C- C+ / 53 on off
t1 t2
T T- T+
P C- C+ / 54 on off
t1 t2
T T- T+
P C- C+
55 on off
t1 t2
T T- T+
P C- C+ / 56 on off
t1 t2
T T- T+
P C- C+ / 57 on off
t1 t2
T T- T+
P C- C+ / 58 on off
t1 t2
T T- T+
P C- C+ / 59 on off
t1 t2
T T- T+
P C- C+ / 60 on off
t1 t2
T T- T+
P C- C+ / 61 on off
t1 t2
T T- T+
P C- C+ / 62 on off
t1 t2
T T- T+
P C- C+ / 63 on off
t1 t2
T T- T+
P C- C+
64 on off
t1 t2
T T- T+
P C- C+ / 65 on off
t1 t2
T T- T+
P C- C+ / 66 on off
t1 t2
T T- T+
P C- C+ / 67 on off
t1 t2
T T- T+
P C- C+ / 68 on off
t1 t2
T T- T+
P C- C+ / 69 on off
t1 t2
T T- T+
P C- C+ / 70 on off t1 t2
T T- T+
P C- C+ / 71 on off
t1 t2
T T- T+
P C- C+ / 72 on off
t1 t2
T T- T+
P C- C+
73 on off
t1 t2
T T- T+
P C- C+ / 74 on off
t1 t2
T T- T+
P C- C+ / 75 on off
t1 t2
T T- T+
P C- C+ / 76 on off
t1 t2
T T- T+
P C- C+ / 77 on off
t1 t2
T T- T+
P C- C+ / 78 on off
t1 t2
T T- T+
P C- C+ / 79 on off
t1 t2
T T- T+
P C- C+ / 80 on off
t1 t2
T T- T+
P C- C+ / 81 on off
t1 t2
T T- T+
P C- C+
Comment

Child Mean Probabilities

Total On= ______% t1,t2= ______% Teacher Peer

Peer Mean On\TA = ____/_____=______% On\ P = ____/_____=_____

Total On =______%t1,t2=______%t1,t2\TA = ____/_____=______% t1,t2\P = ____/_____=______%

VALIDITY CHECK:TEACHER: Please review these estimates of child and general classroom on-task rates and answer the following questions:
Is this estimate of the target child’s behavior close to his/her average? YESNO
Is this estimate of the classroom (peer) behavior close to their average? YES NO
Setting Codes
Independent Seatwork (ISW)-students are required to remain at station or seat working independently
Teacher Directed Whole Class (TDWC)-students are required to remain at station or seat taking notes, listening, or completing exercises as teacher lectures / Behavior Codes:
On Task (on)-absence of any disruptive code
Passive off-task (off)-eyes leaving material, the teacher, or any appropriate instructional stimuli for 3+ consecutive seconds during the 10-s interval.
Target 1 (t1)
______
Target 2 (t2)
______
Ex. Talking Out: any instance of vocal noise that was not preceded by raising hand and receiving acknowledgment from teacher.
Ex. Out of Seat:any instance of child’s full body weight not being supported by chair.
Environment Codes:
Teacher Attention - Positive (T+)Physical contact: patting, holding arm or hand, sitting on lap.
Praise: verbal comments indicating approval
Facial expression: smiling, nodding
Teacher Attention - Negative (T-) Physical contact: grabbing, pushing, touching, shaking
Reprimand: critical comments indicating disapproval or redirection
Threats: “If-then” statements
Facial expression: frowning, “shhh”
Teacher Attention - Neutral (T)Academic Recognition: An instructional comment is made, “Are you done?”
Academic Inquiry: Calling on child for answer or input “What is the answer to...”
Nonacademic Comment: A general question or comment, “When did you come back from the office?”
Peer Attention (P)Positive, negative, or neutral attention, contact, or expression from peer
Classroom Consequence Delivery of a tangible/token positive (C+) or negative (C-) consequence as part of classroom management plan (e.g., checkmark, points)

FUNCTIONAL ASSESSMENT

______

LEVEL OF ASSISTANCE Compare child to peer norms for:

Total Teacher Attention (T+, T-, T, C-, C+)Percentage of intervals during which teacher attention or classroom consequences occurred

Positive/Negative Ratio (T+, C+: T-, C-)No. of intervals during which positive attention occurred : No. of intervals during which negative attention occurred.

______

DESCRIPTIVE ANALYSIS

Compare on-task or disruptive behavior (t1, t2) across two different setting events (ISW versus TDWC; reading versus math class) or two settings that vary aversive demand characteristics, such as task difficulty, type of required motor response, number of required responses, task novelty, duration of instructional session, rate of task presentation, task preference or choice, etc.

______

CONDITIONAL PROBABILITIESReview BOS: Given the occurrence of a behavior during a particular observation, what was the likelihood of it being followed by peer or teacher attention? “Followed-by” is defined as occurring within the same or next interval.

Probability of teacher attention, given on-task (On\TA)#intervals marked On followed by any teacher attention

#intervals marked On

Probability of peer attention, given on-task (On\P)#intervals marked On followed by peer attention

#intervals marked On

Probability of teacher attention, given target behavior (t1,t2\TA)#intervals marked t1 or t2 followed by any teacher attention

#intervals marked t1 or t2

Probability of peer attention, given target behavior (t1,t2\P)#intervals marked t1 or t2 followed by peer attention

#intervals marked t1 or t2

Source:Jones, K. M., Wickstrom, K. F., & Friman, P. C. (1997). The effects of observational feedback on treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 12, 316-326.